ABSTRACT
When considering how salience is used within the context of second language acquisition (SLA), there are at least two angles from which to consider the construct. On the one hand, we need to understand what is salient. On the other, are there linguistic features that themselves are salient and/or can features be made salient. This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. This book is an attempt to understand both dimensions. It deals specifically with second language research. The book frames the discussion more broadly and refers to research in other related contexts. The book selects four contexts for brief mention: child language acquisition, sign language, sociolinguistics/dialect contact, and language change. An important topic that is inextricably intertwined with salience is awareness and noticing. Data from a large database of Korean and Japanese learners of English and native speakers focuses on the increased salience of visual cues following perception training.
